Chapter 9: Planning for Implementation: Sample Syllabi

Chapter Overview

This chapter is designed to guide the educator to identify prerequisite learning objectives for beginning BHSS foundational studies. We provide sample course descriptions and learning objectives to highlight the intent of prerequisite coursework that lays a foundation for building applied skills. The sample course descriptions and learning objectives were designed by UW BHSS faculty based on previous courses taught at a variety of higher education institutions. Your college or university’s courses may have different titles, course descriptions, and learning objectives. Second, this chapter provides tips for making modifications to existing syllabi or creating learning objectives for new courses intended to align with the BHSS Clinical Training Program. This chapter does not prescribe a mandatory style for syllabi with the understanding accredited educational institutions have developed their own syllabi templates and requirements. Finally, there is a section reserved for future sample syllabi. We anticipate populating this section in Version 2 of the implementation guide as we continue to collaborate with education partners on course modification and development.

Use the links below to jump to a particular section:

Sample 1: Theories of Personality
Sample 2: Human Development
Sample 3: Abnormal Psychology
Sample 4: Introduction to Mental and Behavioral Health
Aligning Learning Objectives with BHSS Competencies

Prerequisite Samples

Sample 1: Theories of Personality

Course Description

Overview of major theories, including assumptions about human nature, historical origins of the select theories, description of personality, methods of changing (improving) behavior within a select environment and how the theory may misrepresent certain aspects of personality based on socio-cultural worldviews.

Learning Objectives

• Describe how select theories of personality explain human behavior.
• Identify strategies for improving behavior based on theoretical principles.
• Engage in critical inquiry of various theories by describing the strengths and weaknesses of the theoretical model.
• Explain evidence base for select theories and implications for current clinical practice.
• Summarize clinical applications of major groups of personality theories.
• Evaluate the effectiveness of interventions rooted in theory across diverse populations.
• Apply a theory of personality to a sample case assessing a person’s behavior, thinking patterns, and emotional reactions.

Sample 2: Human Development

Course Description

A survey of human development from the stage of infancy through the aging adult stage. An ecological lens examines the interaction of multiple systems impacting individual and familial development. Sources of influence include neighborhoods, health systems, school systems, local and regional government, as well as policies that influence health, development, and well-being.

Learning Objectives

• List theories of human growth and development and keys stages in the life cycle.
• Assess the biological, cognitive, social, and cultural influences on development throughout the lifespan.
• Describe expected and unexpected life stressors based on models of development.
• Summarize strategies for prevention based on human development principles.
• Identify clinical interventions influenced by knowledge of developmental stage theories.
• Engage in critical inquiry of research into human development and impact of research outcomes on policy (educational, vocational, social).
• Formulate an assessment of a sample case describing a person’s behavior based on their stage of development and unique factors that influence or impair growth.

Sample 3: Abnormal Psychology

Course Description

Abnormal psychology studies the ecology of healthy habitat on the mind and the existence of psychopathology within select habitats. The course provides an overview of problems, disorders, and atypical behavior outlined in the Diagnostic and Statistical Manual (DSM) published by the American Psychiatric Association. Dimensions of normal and abnormal behavior are examined through a historical, philosophical, and cultural lens. The course illuminates the biopsychosocial perspective of psychopathology influenced by biological, genetic, familial, and social-cultural factors. Students explore the medical model of assessing psychological disorders, the benefits of the model, limitations and impact on the delivery of interventions for psychological distress.

Learning Objectives

• Explain healthy psychological development within the context of individual or group ecology.
• Compare and contrast Western models of healthy development and psychopathology with other cultural models of personal or group distress.
• Recall historical developments that have impacted the current system of mental health diagnosis and treatment delivery in the United States.
• List general classifications of psychological disorders in the latest publication of the DSM.
• Describe common mental and behavioral conditions for which persons seek treatment.
• Summarize the assessment process linking biological, cognitive, emotional, behavioral, and socio-cultural factors to a mental health problem or disorder.
• Apply critical reasoning skills to a case or cases incorporating mental health concepts and empirical evidence.

Sample 4: Introduction to Mental and Behavioral Health

Course Description

Mental and behavioral health are studied through the lens of psychological theories that explore normative and non-normative development and expression. Historical, philosophical, and cultural perspectives of mental and behavioral health are examined to better understand the origin of the service delivery in the United States. The student is introduced to the Diagnostic and Statistical Manual (DSM) and studies various models of assessment that lead to diagnosis. The benefits, limitations, and possible negative impact of diagnosis are examined through a socio-cultural lens. Current trends in mental and behavioral health policy are introduced with an emphasis on health equity including access to services, quality of services, and health outcomes.

Learning Objectives

• Recall the historical, sociological, and political factors that influenced the development of current mental and behavioral health delivery systems.
• Distinguish between mental disorders, substance abuse disorders, physiological disorders, and addictions when defining behavioral health.
• List common mental and behavioral health disorders and their associated symptoms in the current edition of the DSM.
• Understand risk factors associated with common mental and behavioral health disorders including social determinants of health.
• Identify protective factors, prevention strategies, and public health efforts across the lifespan.
• Summarize common treatment approaches for mental and behavioral health disorders based on symptom severity and duration.
• Compare and contrast policies designed to reduce the individual and societal burden of untreated mental and behavioral health disorders.

Aligning Learning Objectives with BHSS Competencies

When an educational institution identifies elements of the BHSS competencies that are not in alignment or partially aligned to current curricula, faculty will begin to identify strategies to bridge the gap. One strategy is to add or modify learning objectives in an existing course. Another strategy is to create a new course that will either be required or offered as an elective to students that opt into the BHSS certificate program or specialization.

The BHSS Project Team has generated approximately 400 learning objectives (LOs) comprised of knowledge, skills, and attitudes aligned with each competency. Instructors are invited to examine select LOs that complement topical areas under revision or to be added.

To be clear, educational programs are not required to use the verbatim language generated by the BHSS Project Team. Instead, we encourage educational programs to use the language as a guide to understand the breadth and intent of learning for the BHSS. While there may be some variability in how the competencies are introduced and reinforced in the curricula, it is incumbent upon educators to strive for optimal learning and development for their students. The future BHSS Educator’s Guide will provide context and detail to support educators in preparing curricular materials.

Scenario: Adding a Learning Objective to an Existing Course

College A completed a gap analysis which indicated a gap in Meta-competency 5b: Conduct a suicide risk assessment and provide appropriate intervention under supervision. College A currently has course titles in (1) Assessment and Intervention, (2) Treatment of Mental Health Disorders, and (3) Crisis Intervention. College A takes the following steps:

• Reviews the knowledge, skills, and attitudes created by the BHSS Project Team including suggestions for where to introduce, reinforce, and assess proficiency.
• Selects three learning objectives (LO): (a) identify elements of a structured interview for suicide risk assessment, (b) administer a standardized screening tool for suicide risk and identify level of suicide risk, and (c) design a collaborative safety plan with a patient.
• Adds LO (a) to the course titled Assessment and Intervention.
• Adds LO (b) and LO (c) to the course titled Crisis Intervention.
• Plans for the following assessment strategies:
  • LO (a) – Multiple choice question on an exam that requires ordering elements of structured interview.
  • LO (b) – Includes C-SSRS as the screening tool and plans to utilize ITS module to help assess proficiency with administration.
  • LO (c) – Each student watches the same video demonstration of a screening and assessment sequence and works in triads to create a collaborative safety plan. Instructor assesses proficiency during group presentations.

Scenario: Adding a New Course

College B completed a gap analysis which indicated there is a significant gap in competencies under meta-competency 7 Interventions. College B does provide an introduction to Motivational Enhancement in a foundational course titled “Introduction to Mental and Behavioral Health.” Upon review, the course introduces students to a few concepts related to intervention but does not reinforce learning, nor assess for proficiency in delivery of these strategies. Faculty at College B determine a course must be added to the required course list for persons enrolled in the BHSS specialization. College B takes the following steps:

• Reviews the competencies for Intervention and subsequent knowledge, skills, and attitudes (KSAs).
• Creates an elective course titled ‘Brief Interventions in Behavioral Health’.
• Designs a syllabus with course description, course purpose, readings, assignments, and assessments.
• Consults with the UW BHSS Clinical Training Program on the selection and order of learning objectives.
• Lists learning objectives in the syllabus borrowed from the BHSS KSAs that match the sequence of learning College B faculty expect from their students in the course.
• Completes requirements for a new course addition per College B’s policy (in some academic settings, a college may run an experimental course for 1-3 quarters before the course needs to be added to the course catalogue).
• Once approvals are obtained, College B adds the course to the BHSS specialization requirements.

Syllabi Resources (Under Development)

In Version 2 of this Implementation Guide, we anticipate sharing samples from partner education institutions on sample courses specific to BHSS training.

Summary

• Sample course descriptions and syllabi are available to aid education partners in revising existing courses and creating new courses that align with a BHSS curriculum.
• The BHSS competencies and learning objectives should be used as a guide, but strictly adhering to their specific language is not required.

Up Next

In Chapter 10. Additional Resources, the BHSS Project Team shares resources organized by topic area that education partners may find helpful as they plan for a BHSS curriculum implementation.